Research with and by Children: A Systematic Literature Review

Autor/inn/en	Bakhtiar, Aishah; Lang, Megan; Shelley, Becky; West, Melody
Titel	Research with and by Children: A Systematic Literature Review
Quelle	In: Review of Education, 11 (2023) 1, (30 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1002/rev3.3384
Schlagwörter	Children; Participatory Research; Early Adolescents; Research Projects; Cooperation; Researchers; Action Research; Barriers; Research Methodology; Cultural Influences; Social Influences; Context Effect; Diversity; Inclusion + Suchen Sie Ihr Suchwort? Child; Kind; Kinder; Forschungstätigkeit; Forschungsvorhaben; Co-operation; Kooperation; Researcher; Forscher; Projektforschung; Research method; Forschungsmethode; Cultural influence; Kultureinfluss; Sozialer Einfluss; Inklusion
Abstract	The choice to conduct research projects done with or by children is a political one. It reflects a standpoint that appreciates children's position as agentic beings and acknowledges their expertise. There are complex questions for academics and practitioners engaged in such research projects. This paper reports on a systematic review of peer-reviewed research relating to children as researchers. The scope of the analysis is limited to children aged 15 and under, who were involved in at least one component of a research project. Twenty-five published articles are included, and they demonstrate varied methods of engagement. The theoretical perspective the studies adopted may focus on one of three: (a) child-led research, (b) children as co-researchers, or (c) youth participatory action research. Not all studies included child researchers in all aspects of a research project, with participation influenced by the adopted theoretical perspective as well as reported barriers and challenges. This review presents the results of a systematic examination of the included papers, including approaches and methodological considerations as well as the socio-cultural contexts within which projects are carried out. We discuss situational tensions that might inhibit the capacity of adults and children to partner in co-creating new knowledge and developing robust ways of working together. Finally, we draw attention to three significant dimensions within the findings: the influence on the children-as-researchers paradigm of hierarchical structures inherent to academic institutions; the importance of engaging with specific historical, political, and social contexts; and challenges for inclusion and diversity. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01